UNESCO-NIE Centre for Arts Research in Education (CARE)

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Name of Author: 
Tan, Keng Joo
Institute: 
Thesis (M.A.) (Educational Management) National Institute of Education, Nanyang Technological University
Supervisor: 
Lee, Ong Kim
Year of completion: 
2008
Country: 
Singapore
Country of Research Data: 
Singapore
Language: 
English
Abstract: 

The rapid advancement of technology has expanded the ways in which we acquire and communicate information. Multiliteracies is now the buzz word where pupils learn from a variety of information sources using technology. In schools, pedagogies are also evolving with changes in technology and teachers are encouraged to harness the potential of technology and think of innovative ways to make learning more interesting and engaging. In the teaching of English Language for Secondary One pupils, a Multiliteracies Programme was introduced in Canberra Secondary School whereby pupils were exposed to comics, photography, videography, blogging and podcasting. Pupils transformed themselves into scriptwriters, podcasters and photographers during English lessons. They were taught how to use gadgets like digital cameras, iMacs and MP3s. Through these modes, pupils were more engaged in the lessons and become better writers, readers, speakers and thinkers. The purpose of this research was to study Multiliteracies and its Effectiveness on the Learning of Written English Language. One Express and one Normal (Academic) class underwent the Multiliteracies Programme. At the same time, two respective equivalent classes, formed using on pre-English Language Diagnostic Test involving essay writing, were taught using the traditional method. After 8 weeks, the pupils took the intermediate-English Language Diagnostic Test. Analysis of the results showed no significant difference in the scores of pupils who underwent the Multiliteracies Programme as compared to those who were taught using the traditional method. A post-English Language Diagnostic Test conducted after 18 weeks again showed no significant difference in the test scores for the Express classes as well as the Normal (Academic) classes. Longer exposure of the pupils to the Multiliteracies Programme did not produce any significant difference in the scores of written English Language essays as compared to those taught using the traditional method. There was also no significant difference in the impact of the Multiliteracies Programme on Express pupils and the Normal (Academic) pupils.

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